{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,3]],"date-time":"2026-06-03T11:01:53Z","timestamp":1780484513205,"version":"3.54.1"},"reference-count":39,"publisher":"MDPI AG","issue":"12","license":[{"start":{"date-parts":[[2025,12,18]],"date-time":"2025-12-18T00:00:00Z","timestamp":1766016000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"National Science and Technology Council","award":["112-2410-H-007-043-MY2"],"award-info":[{"award-number":["112-2410-H-007-043-MY2"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJGI"],"abstract":"<jats:p>This study aimed to design a virtual reality (VR)\u2013based mountaineering education system and examined its effects on junior high school students\u2019 learning outcomes, motivation, and cognitive load in compass operation and map reading. The system integrated 3D terrain models and interactive mechanisms across four instructional modules: Direction Recognition, Map Symbols, Magnetic Declination Adjustment, and Resection Positioning. By incorporating immersive 3D environments and hands-on virtual exercises, the system simulates authentic mountaineering scenarios, enabling students to develop essential field orientation and navigation skills. An experimental design was implemented, with participants assigned to either an experimental group learning with the VR system or a control group receiving slide-based instruction. Data were collected using pre-tests, post-tests, and questionnaires, and analyzed using SPSS for descriptive statistics, paired-sample t-tests, independent-sample t-tests, and one-way ANCOVA at a significance level of \u03b1 = 0.05. The findings indicated that the experimental group achieved significantly higher post-test learning performance than the control group (F = 6.37, p = 0.014). Moreover, significant or highly significant improvements were observed across the four dimensions of learning motivation\u2014attention, relevance, confidence, and satisfaction. The experimental group also exhibited a significantly lower extraneous cognitive load (p = 0.024). Therefore, the VR mountaineering education system provides an immersive, safe, and effective approach to teaching mountaineering and outdoor survival skills.<\/jats:p>","DOI":"10.3390\/ijgi14120499","type":"journal-article","created":{"date-parts":[[2025,12,18]],"date-time":"2025-12-18T10:06:56Z","timestamp":1766052416000},"page":"499","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Effects of a VR Mountaineering Education System on Learning, Motivation, and Cognitive Load in Compass and Map Skills"],"prefix":"10.3390","volume":"14","author":[{"given":"Cheng-Pin","family":"Yu","sequence":"first","affiliation":[{"name":"Institute of Learning Sciences and Technologies, National Tsing Hua University, Hsinchu 30013, Taiwan"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6657-5566","authenticated-orcid":false,"given":"Wernhuar","family":"Tarng","sequence":"additional","affiliation":[{"name":"Institute of Learning Sciences and Technologies, National Tsing Hua University, Hsinchu 30013, Taiwan"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2025,12,18]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"765","DOI":"10.1007\/s11423-023-10337-7","article-title":"Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review","volume":"72","author":"Li","year":"2024","journal-title":"Educ. 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